Evaluating the Performance of Inpatient Attending Physicians

OBJECTIVE:  Instruments available to evaluate attending physicians fail to address their diverse roles and responsibilities in current inpatient practice. We developed a new instrument to evaluate attending physicians on medical inpatient services and tested its reliability and validity. DESIGN:  Analysis of 731 evaluations of 99 attending physicians over a 1‐year period. SETTING:  Internal medicine residency program at a university‐affiliated public teaching hospital. PARTICIPANTS:  All medical residents ( N = 145) and internal medicine attending physicians ( N = 99) on inpatient ward rotations for the study period. MEASUREMENTS:  A 32‐item questionnaire assessed attending physician performance in 9 domains: evidence‐based medicine, bedside teaching, clinical reasoning, patient‐based teaching, teaching sessions, patient care, rounding, professionalism, and feedback. A summary score was calculated by averaging scores on all items. RESULTS:  Eighty‐five percent of eligible evaluations were completed and analyzed. Internal consistency among items in the summary score was 0.95 (Cronbach's α). Interrater reliability, using an average of 8 evaluations, was 0.87. The instrument discriminated among attending physicians with statistically significant differences on mean summary score and all 9 domain‐specific mean scores (all comparisons, P < .001). The summary score predicted winners of faculty teaching awards (odds ratio [OR], 17; 95% confidence interval [CI], 8 to 36) and was strongly correlated with residents’ desire to work with the attending again (r = .79; 95% CI, 0.74 to 0.83). The single item that best predicted the summary score was how frequently the physician made explicit his or her clinical reasoning in making medical decisions (r 2 = .90). CONCLUSION:  The new instrument provides a reliable and valid method to evaluate the performance of inpatient teaching attending physicians.